Happi Feet NurseryOfsted report card, 23 Sept 2026

Happi Feet Nursery

Unique reference number (URN): 2849371 Address: 47 Erith Road, Belvedere, DA17 6HF Type: Childcare on non-domestic premises Registered with Ofsted: 14/05/2025 Registers: EYR, CCR Registered person: Moses Basket Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make profound progress from their individual starting points and confidently use what they have previously learned. Babies develop their communication, physical skills and confidence. They babble to express their needs, walk independently and seek reassurance from familiar practitioners when needed.

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Achievement Strong standard

Older children demonstrate secure mathematical knowledge during their play. For example, they know that a spider has 8 legs, count how many they have made and work out how many more they need. Children recognise familiar shapes in their environment and increasingly use their knowledge independently. They develop positive social skills, such as sharing and taking turns, and begin to apply these without adult support.

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Achievement Strong standard

Children who may face barriers to learning and/or wellbeing achieve well. Those who begin nursery using few words significantly extend their vocabulary and become more confident communicators. Children with special educational needs and/or disabilities participate meaningfully alongside their peers. These experiences support children to develop the communication, independence, confidence and knowledge that prepare them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish and embed clear expectations that practitioners apply effectively across the nursery. Children behave well and develop highly positive attitudes towards learning. They are calm and attentive and understand what is expected of them. Practitioners support children to build warm, respectful relationships that help them feel secure and ready to learn. They calmly help children to solve disagreements with their friends, share resources and express their feelings. As a result, children increasingly regulate their behaviour, cooperate with others and develop positive relationships with their friends.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners use familiar songs and cues skilfully to help children anticipate what happens next. For example, toddlers respond to the tidy-up song and independently put resources away. When practitioners sing the lining-up song, children confidently prepare to go outside. These well-established routines mean transitions are calm and purposeful. Children listen carefully, follow instructions and increasingly take responsibility for themselves and their environment. This enables them to participate fully in learning and prepares them well for their next stage.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance and punctuality with parents and carers. They closely monitor attendance and work in close partnership to support parents who need help to establish routines at home. As a result, children attend regularly, arrive ready for their day and benefit fully from the nursery's learning experiences.

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Children's welfare and wellbeing Strong standard

Children benefit from warm, responsive care that supports their individual needs and helps them feel safe and secure. Practitioners know children well and sensitively adapt routines for them. Children who may face barriers to learning and/or wellbeing receive additional support to participate comfortably alongside others. For example, familiar objects help children with special educational needs and/or disabilities remain settled at mealtimes. This means children develop secure relationships with practitioners and confidently seek reassurance when they need it.

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Children's welfare and wellbeing Strong standard

Leaders embed care routines that actively promote children's independence, dignity and understanding of how to keep themselves healthy and safe. For example, toddlers and pre- school children self-serve food. All children use cutlery and increasingly manage aspects of mealtimes independently. Pre-school children learn about privacy and close curtains when using the toilet. Practitioners sensitively protect younger children's privacy when changing them. These experiences help children develop respect for themselves and an understanding of personal boundaries.

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Children's welfare and wellbeing Strong standard

Leaders promote healthy lifestyles beyond the nursery. Children experience freshly prepared meals, try different foods and learn about healthy eating and oral hygiene. Practitioners work closely with families around weaning, food and toothbrushing. Safe sleep arrangements are carefully monitored and shared with parents and carers. This joined-up approach supports children's physical health, emotional security and overall wellbeing.

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Curriculum and teaching Strong standard

Leaders establish an ambitious curriculum that reflects what children already know and can do and what they need to learn next. Practitioners know children extremely well. They identify gaps in learning and use this knowledge to plan purposeful experiences that build progressively on children's individual starting points.

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Curriculum and teaching Strong standard

Practitioners skilfully promote children's communication and language throughout the day. They model vocabulary, ask open-ended questions and give children frequent opportunities to talk about their ideas and experiences. For example, practitioners use stories to extend children's imagination, thinking and story language. As a result, children listen attentively, respond confidently and increasingly express their thoughts and ideas. Mathematical learning is woven naturally through children's play. Babies hear number names and count splashes, while older children count objects, recognise shapes and explore how many more they need. This strengthens children's mathematical understanding in meaningful contexts.

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Curriculum and teaching Strong standard

Teaching is consistently adapted for children with special educational needs and/or disabilities and children who may face barriers to learning and/or wellbeing. Practitioners use targeted activities, visual support and recommended strategies. As a result, all children participate meaningfully, build on prior learning and develop the knowledge and skills they need for their next stage.

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Inclusion Strong standard

Leaders create an inclusive culture where practitioners know children extremely well and respond precisely to their individual needs. They identify potential barriers early through observation, screening and close partnerships with families. This enables children, including children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, to receive timely and highly effective support.

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Inclusion Strong standard

Practitioners make purposeful adaptations that enable all children to participate and make progress. For example, they use visual cards, now-and-next boards and objects of reference to support children's communication and transitions. Children increasingly use these resources independently to communicate their needs. Practitioners use targeted activities and interventions to support children who have little or no speech. As a result, children extend their vocabulary, become confident communicators and make strong progress from their starting points.

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Inclusion Strong standard

Leaders work closely with parents and carers and other professionals. They implement recommended strategies and review children's progress to ensure support remains effective. This joined-up approach reduces barriers and enables children to become calmer, develop positive social skills and participate confidently alongside their peers.

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Leadership and governance Strong standard

Leaders have high expectations for the quality of care and education children receive. They accurately evaluate the provision and take purposeful action when they identify where practice can improve. For example, leaders identify that practitioners need greater confidence in managing children's behaviour and arrange targeted training. Practitioners now use shared strategies effectively. As a result, children are calmer, listen attentively, follow instructions and move confidently between routines. This creates a harmonious environment where children feel secure and are ready to learn.

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Leadership and governance Strong standard

Leaders continuously invest in practitioners' professional development. They model excellent practice, provide ongoing support and encourage practitioners to develop their expertise and take on leadership responsibilities. For example, practitioners undertake specialist training in supporting children with special educational needs and/or disabilities and share their developing expertise with colleagues. This strengthens practitioners' confidence and ensures that children's individual needs are quickly identified and consistently met. Practitioners feel valued, supported and confident to seek guidance. This contributes to a positive culture across the nursery.

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Leadership and governance Strong standard

Leaders build highly positive partnerships with families and the wider community. Parents and carers describe the nursery as welcoming and recognise the progress, confidence and independence their children develop. Leaders continually reflect on their provision and seek further improvements. They make decisions that prioritise children, including those who may face barriers to learning and/or wellbeing. Their ambitious and reflective leadership has a sustained, positive impact on children's experiences and outcomes.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and confident and develop a deep sense of belonging at this welcoming nursery. They arrive happily and receive warm greetings from practitioners who know them extremely well. Secure and affectionate relationships help children feel safe to explore, communicate their needs and seek reassurance when needed. Children who may face barriers to learning and/or wellbeing, including children with special educational needs and/or disabilities, receive sensitive and individualised support. These experiences and routines help children participate meaningfully alongside their friends. As a result, children settle well, grow in confidence and thrive.

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What it's like to be a child at this setting

Children thoroughly enjoy their learning. Babies eagerly explore water, listen to stories and join in with songs and rhymes. Older children paint, build, engage in imaginative play and confidently talk about their ideas and experiences. Outdoors, children run, climb, ride wheeled toys and explore the forest school. These experiences develop their confidence, communication, physical skills and curiosity. Children increasingly remember and use what they have learned in different situations. They form positive friendships, learn to share and take turns, and increasingly manage their feelings and behaviour. Calm, familiar routines help children understand what happens next and participate confidently throughout their day.

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What it's like to be a child at this setting

Children develop valuable independence through everyday experiences. They serve food, use cutlery and increasingly manage aspects of their personal care. They learn about healthy lifestyles, oral hygiene, privacy and keeping themselves safe. Parents and carers understand the importance of regular attendance and how it affects children's outcomes.

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR They work in partnership with leaders. This helps children benefit fully from everything the nursery provides. Families are warmly welcomed. Their knowledge of their children helps practitioners provide continuity between home and nursery. Parents describe the nursery as homely and welcoming. They value the care their children receive and recognise the significant progress, confidence and independence they develop.

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Next steps

Leaders and those responsible for governance should continue their excellent practice to ensure their work has a transformational and sustained impact on outcomes for all children, particularly those with special educational needs and/or disabilities, those who may face barriers to learning and/or wellbeing, and those known to children's social care.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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